Description
Book SynopsisEnhance your teaching with expert advice and support for Key Stages 3 and 4 Physics from the Teaching Secondary series - the trusted teacher's guide for NQTs, non-specialists and experienced teachers.
Written in association with ASE, this updated edition provides best practice teaching strategies from academic experts and practising teachers.
- Refresh your subject knowledge, whatever your level of expertise
- Gain strategies for delivering the big ideas of science using suggested teaching sequences
- Engage students and develop their understanding with practical activities for each topic
- Enrich your lessons and extend knowledge beyond the curriculum with enhancement ideas
- Improve key skills with opportunities to introduce mathematics and scientific literacy highlighted throughout
- Support the use of technology with ideas for online tasks, video suggestions and guidance on using cutting-edge software
- Place science in context; this book highlights where you can apply science theory to real-life scenarios, as well as how the content can be used to introduce different STEM careers
Also available: Teaching Secondary Chemistry, Teaching Secondary Biology
Trade ReviewWhile the resource is ideal for newly qualified teachers, or teachers of general science (or those with little prior science teaching at all), being asked to deliver a physics topic for the first time, even the most experienced of physics teachers will find something to bring to their teaching. For my part, I especially welcomed the 'Science in context' boxed asides, which gave me useful info nuggets or craft knowledge I didn't know (or perhaps had long forgotten). Often these describe contributions from less widely known scientists of yesteryear, hopefully aiding the incremental improvement in the diversity of people 'doing physics' going forward.
Each chapter ends with a selection of resources, including online resources and references, so you can read up on the more academic research angles if you wish. Glossing over an unfortunate typo for a unit given as 'meters/ second/second', a mislabelled I-V characteristic, and a personal pet peeve of calling a 'cell' a 'battery', overall, I have nothing but praise and suggest each physics department acquires this newest edition. Then bring it to the attention of current teaching staff and be proactive in sending newer recruits to the department away with the copy for a spot of light holiday reading before the start of the next term. - School Science Review, Issue 103
-- School Science Review, Issue 103
